RAMJAS PUBLIC SCHOOL (DAY BOARDING)
Anand Parbat, Delhi-110005
ANNUAL CURRICULUM PLAN (2016-2017)
SUBJECT: ENGLISH CORE CLASS:XI
S.No. U.T./TERM Task
Marks
Learning
Objectives Methodology Skills to be developed
1. UNIT
TEST_I
Reading Skills: Comprehension &Vocabulary
Advanced Writing Skills: Notice Writing
Grammar: Tenses, Nominalisation,Prepositions
Literature : Hornbill --
The Portrait of a Lady
‘We’re Not Afraid To Die .....If We Can All Be Together’
Poetry – A Photograph
30 Reinforcement
and assessment
of the content
and skills taught
in class.
Individual
assessment
through a pen
paper test
Reading
comprehension,
vocabulary and
grammar skills
Global
comprehension
of the literature
content taught
Critical /
analytical
thinking
2.
Term -I
Reading Skills: Comprehension & Vocabulary
Note Making and Summary Writing
Advanced Writing Skills:
Notice Writing
Posters
Letter Writing (business/ official letters-making enquiries,
registering complaints ;letters to the editor
Article/ Speech/ Report/ Narrative
Grammar: Determiners, Tenses, Modals, Voice
Error Correction, editing tasks
Re-ordering of sentences
Transformation of sentences
Literature: Hornbill -- Prose
80 Reinforcement
and assessment
of the content
and skills taught
in class.
Individual
assessment
through a pen
paper test
Reading
comprehension,
vocabulary and
grammar skills
Global
comprehension
of the literature
content taught
Critical /
analytical
thinking
The Portrait Of A Lady
We ‘re Not Afraid To Die...If We
Can All Be Together
Discovering Tut: The Saga Continues
The Ailing Planet
The Browning Version
Poetry
Childhood
Father To Son
A Photograph
Snapshots—
The Summer Of The Beautiful White Horse
The Address
The Canterville Ghost—(Novel) Oscar Wilde
Chapter 1—4
3.
Unit Test-II
Reading Skills : Comprehension & Vocabulary
Advanced Writing Skills: Report Writing /SPEECH / Article
Grammar: Determiners, Tenses, Words Often Confused, Modals.
Literature: Hornbill—(Poetry) The Voice of The Rain
Snapshots—(Prose) Albert Einstein At School
Mother’s Day
30 Reinforcement
of the content
and skills taught
in the class.
Individual
assessment
through a pen
paper test
Reading
comprehension,
vocabulary and
grammar skills
Global
comprehension
of the literature
content taught
Critical
/analytical
thinking
4. Unit test-III Reading Skills : Comprehension & Vocabulary
Advanced Writing Skills : Advertisements, Posters
Grammar: Tenses, Clauses, Transformation of sentences
Literature: Snapshots- (Prose) The Birth
Ranga’s Marriage
(Poetry) The Melon City
30 Reinforcement
of the content
and skills taught
in the class.
Individual
assessment
through pen
and paper test
5. Term II The Canterville Ghost –Chapter 1—7
The entire syllabus covered till the Unit Test III
80 Reinforcement
of skills and
content taught
in the class.
Individual
assessment
through pen
and paper test
6. Term I & II Assessment of Speaking Skills
10 To enable
learners to
speak using
appropriate
stress and
intonation
patterns.
To make them
adopt different
strategies to
convey ideas
effectively
according to
purpose, topic
and audience.
Individual
presentation by
learners to the
class.
To understand and
respond to lectures
speeches etc.
To acquire the ability
of self expression.
To develop
confidence to
converse in English
on any subject of
importance.
To develop fluency
and spontaneity.
To participate in
group
discussions/interviews
To enable them
to express and
argue a point of
view clearly
and effectively.
To make the
learners
participate in
spontaneously
spoken
discourse in
familiar social
situations.
making short oral
presentations on a
variety of topics.
7. Term I &II
Assessment of Listening Skills
10 To enable the
learners to
listen to a
conversation
/talk and
understand the
topic and the
main points.
To listen for
specific
information
requires.
To understand
and interpret
spontaneously
the spoken
discourse in a
familiar social
situation
Individual
assessment
through a
worksheet and
an audio clip.
To understand and
respond to lectures
speeches etc.
Too take/ make notes
from reference
material, recorded
talks etc.
To improve basic
comprehending skills.
To build overall
confidence.
To develop ability
and knowledge
required to engage in
independent reflection
and enquiry.
A. Term I & II Reading Skills: Comprehension & Vocabulary
Note Making & Summary Writing
20 To improve the
learners
comprehending
skills.
To enable the
learners to
answer
precisely and
aptly.
Worksheets,
class-
assignments,
test papers.
To read and
comprehend text
prescribed and non
prescribed in various
genres—fiction,
science fiction,
drama, poetry,
biography,
autobiography, travel
and sports literature.
B. Term I& II
Writing Skills & Grammar
20
+10
To enable the
learners to
acquire basic
grammatical
correctness by
practising all
the important
sections
prescribed in
the syllabus.
To develop a
clear knowledge
of the formats
for writing
letters, articles,
speeches,
reports, notices
and designing
posters and
advertisements.
Class
discussion,
brainstorming,
active
interaction,
lecture method.
Use of work
sheets, model
test papers and
assignments.
Develop the ability to
write expository/
argumentative write-
ups explaining or
developing a topic,
arguing a case etc
To write
formal/informal
letters and
applications for
different purposes.
To learn the use of
passive forms in
scientific and
innovative writings.
To learn the use of
various tense forms
for different kinds of
narration..
C. Term I LITERATURE : HORNBILL (PROSE)
The Portrait Of A Lady
To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
Understanding of
literary devices/
figures of speech.
WE ‘RE NOT AFRAID TO DIE IF WE CAN ALL BE
TOGETHER....
To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
DISCOVERING TUT : THE SAGA CONTINUES To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
THE AILING PLANET To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
THE BROWNING VERSION To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
(POETRY) --- A PHOTOGRAPH To enable
learners to
appreciate a
literary genre i e
poetry
To enable the
learners to
appreciate
Shirely
Toulson’s
simple and
poetic style.
To make the
learners
comprehend the
literal as well as
figurative
meaning of the
poem
To enable the
learners to
understand the
literary devices
/ figures of
speech used in
Using the Extra
Marks SLM
on the smart
board.
Class
discussion on
the poet’s life
Reading with correct
rhyme and rhythm.
Reading for
understanding /
comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression.
Building vocabulary,
deducing the meaning
of unfamiliar lexical
terms in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Understanding of the
human values.
Understanding of the
literary devices /
figures of speech
the poem.
To develop an
understanding
of the themes
conveyed in the
poem.
Photograph—as
a means of
remembrance
that takes one
through the
journey down
the lane
The nostalgic
mood of the
poet, portrayed
with immense
simplicity wins
the readers
appreciation. .
.
CHILDHOOD To enable the
learners to
appreciate a
literary genre ie
poetry.
To enable the
learners to
appreciate
Natten’s simple
and popular
poetic style.
To make the
Using the Extra
Marks SLM
on the smart
board.
Class
discussion on
the poet’s life
Reading with correct
rhyme and rhythm.
Reading for
understanding /
comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression.
learners
comprehend the
literal as well as
the figurative
meaning of the
poem.
To enable the
learners to
understand the
literary devices/
figures of
speech used in
the poem.
To develop an
understanding
of the themes
conveyed by the
poem.
The poet is
perturbed on
account of the
loss of
childhood and
wonders as to
when he lost it.
The
development of
logical thinking,
being aware of
the hypocrisy of
the world and
acquiring a
sense of
Building vocabulary,
deducing the meaning
of unfamiliar lexical
terms in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Understanding of the
human values.
Understanding of the
literary devices /
figures of speech
individuality
resulted in his
loss of
childhood.
The theme of
the poem
conveyed with
utmost
simplicity wins
the readers
appreciation. .
FATHER TO SON To enable the
learners to
appreciate a
literary genre ie
poetry.
To enable the
learners to
appreciate
Elizabeth
Jennings’ poetic
style.
To make the
learners
understand the
literary devices
/ figures of
speech used in
the poem.
To develop an
understanding
of the themes
conveyed by the
Using the Extra
Marks SLM
on the smart
board.
Class
discussion on
the poet’s life
Reading with correct
rhyme and rhythm.
Reading for
understanding /
comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression.
Building vocabulary,
deducing the meaning
of unfamiliar lexical
terms in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Understanding of the
human values.
poem.
The dilemma
faced by the
father and the
son and their
conscious
awareness of
the rift between
them.
The never
ending
generation gap
that exists
between the
two.
And their
efforts to reduce
that and begin
the relationship
afresh go in
vain.
Understanding of the
literary devices /
figures of speech
Term II THE VOICE OF THE RAIN To enable the
learners to
appreciate a
literary genre ie
poetry.
To enable the
learners to
appreciate Walt
Whitman’s
poetic style.
To make the
Using the Extra
Marks SLM
on the smart
board.
Class
discussion on
the poet’s life
Reading with correct
rhyme and rhythm.
Reading for
understanding /
comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
learners
comprehend the
literal as well as
the figurative
meaning of the
poem.
To enable the
learners to
understand the
literary devices
/ figures of
speech used in
the poem.
To develop an
understanding
of the themes
conveyed by the
poem.
The two voices
in the poem –
that of the poet
and the rain.
The poem
relates to the
process of
rainfall
scientifically
(across the
curriculum).
The distinct
sentence
structure in the
poem. All these
expression.
Building vocabulary,
deducing the meaning
of unfamiliar lexical
terms in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Understanding of the
human values.
Understanding of the
literary devices /
figures of speech
make the poem
worth being
compared to
other rain
poems.
C.
Term I
SNAPSHOTS: (PROSE)
THE SUMMER OF THE BEAUTIFUL WHITE HORSE
To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
figures of speech.
Term I
THE ADDRESS
To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
C. Term II To enable the To promote Reading with correct
ALBERT EINSTEIN AT SCHOOL
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
read through
class task/
home task/
work sheets.
MOTHER’S DAY To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
BIRTH To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
English and
also use English
creatively and
imaginatively.
RANGA’S MARRIAGE To enable the
learners to
appreciate a
literary genre
(prose) and the
writer’s style of
writing .
To make the
learners
appreciate the
story in terms
of plot, setting
and
characterisation.
To develop new
vocabulary.
To make
specific and
global
comprehension
of the text read.
To enable
readers to
recall, reason
and appreciate
literary
conversation,
infer and
To promote
habit of self
learning, a
multi- skill
learner centred
activity based
approach with
many
variations is
adopted.
Incorporating
learning
activities like
role- play,
dramatization,
group
discussion,
writing etc.
Using Extra
Marks SLM on
the Smart
Board and
linking it with
the text.
Class
discussion on
author’s life
and works, the
Reading with correct
word stress, sentence
stress and intonation.
Reading for
understanding
/comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression .
Building vocabulary,
deducing the meaning
of unfamiliar terms
used in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Developing writing
skills /appreciation.
Understanding of
human values.
Understanding of
literary devices/
figures of speech.
analyse.
To develop
ability and
knowledge
Required to
engage in
independent
reflection.
To develop the
capacity to
appreciate
literary use of
English and
also use English
creatively and
imaginatively.
setting, plot,
characterisation
and themes in
the story.
Reinforcement
of the content
read through
class task/
home task/
work sheets.
THE MELON CITY (POETRY) To enable the
learners to
appreciate a
literary genre ie
poetry.
To enable the
learners to
appreciate Walt
Whitman’s
poetic style.
To make the
learners
comprehend the
literal as well as
the figurative
Using the Extra
Marks SLM
on the smart
board.
Class
discussion on
the poet’s life
Reading with correct
rhyme and rhythm.
Reading for
understanding /
comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Writing for self
expression.
Building vocabulary,
deducing the meaning
of unfamiliar lexical
meaning of the
poem.
To enable the
learners to
understand the
literary devices
/ figures of
speech used in
the poem.
To develop an
understanding
of the themes
conveyed by the
poem.
The two voices
in the poem –
that of the poet
and the rain.
The poem
relates to the
process of
rainfall
scientifically
(across the
curriculum).
The distinct
sentence
structure in the
poem. All these
make the poem
worth being
compared to
other rain
terms in the context.
Developing thought
and critical analysis
on the basis of the
text read.
Understanding of the
human values.
Understanding of the
literary devices /
figures of speech
poems.
C. Term I & II THE CANTERVILLE GHOST
(NOVEL )
Reading for
pleasure and
comprehension.
Intensive
reading for
understanding
the novel in
terms of its plot,
setting,
characterisation
and theme.
To build an
interest towards
reading.
Class
discussion on
author’s life
and works.
Class
discussion on
the setting,
plot, characters
and theme
incorporated in
the novel.
Worksheets
and
assignments.
Reading for
understanding/
comprehension both
global and specific.
Developing writing
skills by integrating
literature with
language.
Building vocabulary,
deducing the meaning
of unfamiliar lexical
terms in a
context.
Developing thought
and critical analysis
on the basis of the
text read.
Understanding of
human values.